'FASD-Informed' Special Educational Needs HUB/UNIT or Additionally Resourced Provision (ARP)

May 29
4 min read

This specialist Stage 4 programme is designed for professionals working in Special Educational Needs (SEN) Hub/Unit, or Additionally Resourced Provision (ARP). It provides a structured, evidence-informed framework to strengthen understanding of Fetal Alcohol Spectrum Disorder (FASD) and to support the development of responsive, person-centred practice across education, therapy, safeguarding, and to include the wider multidisciplinary team.

Intended Audience

The course is suitable for headteachers, teachers in charge, teachers, teaching assistants, SENCOs, senior learning support assistants, therapists, forest school leaders, specialist support staff, mentors, designated safeguarding leads, medical professionals, educational psychologists, speech and language therapists, occupational therapists, teachers of the deaf, vision specialists, dedicated specialist teachers, administration and reception staff, dinner staff, care staff, volunteers, technical support staff, and direct student support staff.

Rationale and Context

Prenatal alcohol exposure can result in brain damage across multiple brain domains, often leading to a spiky neurodevelopmental profile in which learning, social development, communication, emotional regulation, and independence may significantly diverge from chronological age expectations. These differences require a coordinated specialist response and carefully tailored approaches that recognise both areas of difficulty and individual strengths.

Those with FASD who come to your provision will have likely struggled in School where they may have faced much institutional trauma; a new approach to anchor and engage with learning will be required where we will consider 'a stop before we start approach'.

This programme supports professionals to be equip with strategies and FASD tools to understand the impact of processing speed differences, executive functioning challenges, and central nervous system injury, whilst maintaining a strong commitment to evidence-based, strengths-informed, and person-centred practice.

The programme aligns with the principles of the NICE quality standard on Fetal Alcohol Spectrum Disorder and reflects current expectations for high-quality support and multidisciplinary planning in education and care settings.

Programme Structure

The Stage 4 programme is delivered through online live, bite-sized sessions that can be adapted to a school or service timetable, including in-school delivery, out-of-hours sessions, or inset provision. The structure allows teams to engage at an appropriate pace while ensuring that all professionals build a shared understanding of FASD-informed practice.

Stage 1: Understanding Fetal Alcohol Spectrum Disorder

Stage 1 establishes a shared foundation of knowledge with no assumptions about prior understanding. It explores the nature of FASD as a neurodevelopmental condition, the impact of prenatal alcohol exposure on the brain and nervous system, and the implications for communication, processing, learning, development, and essential care needs. Participants examine developmental milestones in the womb, the lifelong impact of prenatal alcohol exposure, and the ways in which FASD may overlap with other identified or co-occurring needs.

· Identifying how prenatal alcohol exposure can present as neurodevelopmental trauma

· Understanding the impact of alcohol on the developing brain and associated vulnerabilities

· Recognising how assumptions about processing speed and functioning can create safeguarding risks

· Exploring the spectrum of need and co-occurring presentations, including autism, ADHD, learning disability, and Tourette syndrome

· Recognising how brain function differences affect development and divergence from peers

Stage 2: Interpreting Theory into Practice

Stage 2 translates theory into practical application. We will focus on processing speed, declarative language, low demand strategies, hyper-fixation, perseverance, confabulation, fluctuating capacity, and curriculum differentiation. Participants are supported to reflect on case studies and to consider strategies that can be implemented across settings to meet a wide range of needs more effectively.

Stage 3: Forward Planning and Anticipating Need

Stage 3 supports teams to plan proactively for emerging and changing needs. The programme explores unsafe symptoms of need, the HPA axis, switching techniques, problem-solving, and developmentally appropriate transition planning.

Stage 4: Quality Standards, Safeguarding, and Responsive Practice

Stage 4 focuses on embedding FASD-responsive practice through the application of NICE quality standards, current expectations for effective provision, environmental capacity, safeguarding, risk assessment, reflective practice, and case management. It emphasises the importance of forward planning and the involvement of the wider multidisciplinary team in supporting complex presentations and stuck cases.

Underpinning Practice Model

FASD-informed practice requires professionals to look beyond presenting behaviour as symptoms of needs and instead consider the underlying neurodevelopmental needs of the child or young person. The programme encourages a shift from asking, “What is wrong with this child or young person?” to asking, “What does this child or young person need?”

This approach supports early intervention, accurate interpretation of symptoms often seen as behaviour by providing effective scaffolding, a fresh page and compassionate, individualised educational and therapeutic support to engage learning.

Expected Learning Outcomes

· Develop a secure understanding of FASD and its impact on learning, development, communication, and regulation

· Recognise the implications of the spiky neurodevelopmental profiles for curriculum planning, support, and safeguarding

· Apply practical strategies to support processing speed, transitions, engagement, and daily functioning

· Strengthen differentiated and person-centred approaches across the setting

· Improve multi-agency planning, reflective practice, and forward planning for transitions and complex need risk assessement

· Embed FASD responsive and informed practice across the wider school or service team

Delivery, Certification, and Follow-Up Support

All sessions can be tailored to consider the individual child or young person being supported in your care; we review (where appropriate and with permissions) clinical reports and speak to the carer or parent to tailor our sessions around needs.

Participants receive 'FASD Informed' certification, supporting resources, and membership of the 'FASD Responsive' Schools network.

In addition to the core programme, a 1:1 consultation service and meeting attendance can be provided for complex or stuck cases requiring wider reflection and bespoke planning.

Booking Information

To request a placeholder diary date or discuss a bespoke programme for your setting, please contact us info@fasdinformed.co.uk

Image with kind permission of our FASD Friend @CharlieMackesy